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Teaching vocabulary to adolescents with language disorder: perspectives from teachers and speech and language therapists
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Teaching vocabulary to adolescents with language disorder: Perspectives from teachers and speech and language therapists
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Comparing Traditional and Tablet-Based Intervention for Children With Speech Sound Disorders: A Randomized Controlled Trial
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The effectiveness of classroom vocabulary intervention for adolescents with language disorder
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Improving storytelling and vocabulary in secondary school students with language disorder: a randomized controlled trial
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Evaluating ‘enhancing pragmatic language skills for young children with social communication impairments’ (E-PLAYS): protocol for a feasibility randomised controlled trial study
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Exploring the feasibility of a classroom-based vocabulary intervention for mainstream secondary school students with language disorder
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Vocabulary intervention for adolescents with language disorder: a systematic review
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Working Memory in Children with Speech, Language and Communication Needs
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An International Perspective: Supporting Adolescents with Speech, Language, and Communication Needs in the United Kingdom
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Intelligibility as a clinical outcome measure following intervention with children with phonologically based speech-sound disorders
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Intelligibility as a clinical outcome measure following intervention with children with phonologically based speech-sound disorders
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Phonological and articulation treatment approaches in Portuguese children with speech and language impairments: a randomized controlled intervention study
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Phonological and articulation treatment approaches in Portuguese children with speech and language impairments: a randomized controlled intervention study
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The working practices and clinical experiences of paediatric speech and language therapists: a national UK survey
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Abstract:
Background: The majority of speech and language therapists (SLTs) work with children who have speech, language and communication needs. There is limited information about their working practices and clinical experience and their views of how changes to healthcare may impact upon their practice. Aims: To investigate the working practices and professional experiences of paediatric SLTs working in the UK through an online survey. Methods & Procedures: The survey was conducted online using Survey Monkey. Therapists were alerted to the survey through the Bulletin of the Royal College of Speech and Language Therapists and by e-mails to national special interest groups. Outcomes & Results: A total of 516 clinicians completed the survey. A large majority worked in the National Health Service (NHS). A varied pattern of working was revealed. Most worked in several settings and saw a range of clients. A typical clinician spends less than one-quarter of their time giving direct therapy and more than one-quarter training parents and other professionals. Nearly half of respondents felt that their time could be better used. Too little time for direct therapy and the time required for administration emerged as their principal concerns. Most clinicians have specialist knowledge of particular client groups and spend more time with them than do non-specialists. Nevertheless, clients are more likely to be treated by a therapist who does not claim to have specialist knowledge of their condition than by one who does. The only clients for whom this is not the case are those with dysphagia. Eighty per cent of respondents felt that proposed changes to the NHS would not benefit the children they treat and there was widespread concern about cuts and the effects of general practitioner commissioning. Despite this, a large majority expected to remain speech and language therapists 5 years from now. Conclusions & Implications : This survey provides an overview of the working practices of paediatric speech and language therapists. Its findings have significant implications for training and workforce development in the profession.
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Keyword:
P Philology. Linguistics
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URL: https://openaccess.city.ac.uk/id/eprint/3338/1/The%20working%20practices%20and%20clinical%20experiences%20of%20paediatric%20speech%20and%20language%20therapists.pdf https://doi.org/10.1111/j.1460-6984.2012.00177.x http://onlinelibrary.wiley.com/journal/10.1111/(ISSN)1460-6984 https://openaccess.city.ac.uk/id/eprint/3338/
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Social, emotional, and behavioral functioning of secondary school students with low academic and language performance: perspectives from students, teachers, and parents
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"A place where I can be me": a role for social and leisure provision to support young people with language impairment
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Children with phonological problems: a survey of clinical practice
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Comparing and contrasting views: Building a consensus around quality of life with aphasia
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Comprehension problems in children with specific language impairment: does mental imagery training help?
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